The aim of the study was to explore direct and indirect pathways from cognitive factors (academic and social self-perception) to adolescent well-being through school belonging. The direct and indirect effects of cognitive factors were investigated on both concurrent and prospective well-being indicators. The first data collection was held in the beginning of the school year, the study sample consisted of 139 freshmen of three high schools in Nitra (53 boys, 86 girls, Mage = 15.63, SD = 1.15). The second data collection was held six months later from 109 respondents (40 boys, 69 girls, Mage = 15.16). Self-report questionnaires were utilized. Results showed that school belonging mediated the association between social and academic competence and students’ concurrent optimism, connectedness and happiness. School belonging also mediated the relationship of social competence to prospective optimism, connectedness and happiness. Findings suggest that a developed sense of connection to school in the transition period may promote overall well-being in adolescents.

中文翻译：

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青少年幸福感的认知和社会来源：学校归属感的中介作用

该研究的目的是通过学校归属感探索从认知因素（学术和社会自我认知）到青少年幸福感的直接和间接途径。研究了认知因素对并发和预期幸福感指标的直接和间接影响。第一次数据收集是在学年开始时进行的，研究样本包括尼特拉三所高中的 139 名新生（53 名男生，86 名女生，Mage = 15.63，SD = 1.15）。六个月后从 109 名受访者（40 名男孩，69 名女孩，法师 = 15.16）中进行了第二次数据收集。使用了自我报告问卷。结果表明，学校归属感在社交和学业能力与学生的乐观、联结和幸福感之间起到中介作用。学校归属感还调节了社会能力与前瞻性乐观、联系和幸福之间的关系。研究结果表明，在过渡时期与学校建立联系的发展感可能会促进青少年的整体幸福感。